Students use addition or subtraction to solve these types of word problems.
This word problem has 10 possible solutions.
In this task students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Students must, in some cases, decompose hundreds to tens and tens to ones.
This task requries students to think about division by fractons.
In this task, students can see that if the price level increases and peopleŐs incomes do not increase, they arenŐt able to purchase as many goods and services; in other words, their purchasing power decreases.
This task suggests methods of introducing and continuing choral counting in the classroom.
Teachers (and then students) lead the class in chanting numbers from 1 to 120.
The purpose of this task is for students to find different pairs of numbers that sum to 7.
In this task using a number line, students must partition the interval between 0 and 1 into eighths.
The purpose of this task is to help students understand the connection between counting and cardinality. Thus, oral counting and recording the number in digit form are the most important aspects of this activity. However, teachers can extend this by making a bar graph about how many students are wearing the color each day.
The purpose of this task is for students to compare fractions using common numerators and common denominators and to recognize equivalent fractions.
This task is meant to address a common error that students make, namely, that they represent fractions with different wholes when they need to compare them. This task is meant to generate classroom discussion related to comparing fractions. Particularly important is that students understand that when you compare fractions, you implicitly always have the same whole.
The purpose of this task is to foster a classroom discussion that will highlight the difference between multiplicative and additive reasoning.
The purpose of this task is to assess studentsŐ understanding of multiplicative and additive reasoning.
These word problems involve multiplicative comparison.
The purpose of this task is to generate a classroom discussion that helps students synthesize what they have learned about multiplication in previous grades.
The purpose of this task is to help develop students' understanding of addition of fractions; it is intended as an instructional task.
The focus of this task is on understanding that fractions, in an explicit context, are fractions of a specific whole. In this problem there are three different wholes: the medium pizza, the large pizza, and the two pizzas taken together.
The purpose of this task is for students to compare a number and its product with other numbers that are greater than and less than one.
In this task students are required to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers.